Standards for the School Social Worker [23.140]

Transcription

1 Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis intervention; case management; advocacy; consultation; in-service and parent education; prevention programs; conflict resolution services; and community organization and development. The school social worker utilizes these theories and skills to enhance the environment of the local educational agency (LEA). 1A. has attained a master s degree in social work with a specialization in school social work from a program accredited by the Council on Social Work Education (CSWE). 1B. understands methods of practice, including counseling, crisis intervention, case work, and individual, group, and family therapies. 1C. understands and develops skills in advocacy, case management, consultation, classroom groups, and community organization. 1D. understands theories of normal and exceptional development in early childhood, middle childhood, adolescence, and early adulthood and their application to all students. 1E. understands the effects of mental illness on students ability to participate in learning. 1F. understands the person-in-environment context of social work. 1G. understands the effects of biological, family, social, health, and cultural factors on human development and social functioning. 1H. understands characteristics and implications for education of children with academic and/or behavioral challenges. 1I. understands systems theories as they relate to classrooms, schools, families, and community. 1J understands methods of advocacy on behalf of individuals, families, and school systems. 1K. understands the application of social learning theories to identify and develop broad-based prevention and intervention programs. 1L uses empathy in interpersonal relationships. 1M. uses diverse interview techniques and written communication with all persons within the student's system. 1N. gathers and interprets appropriate information to document and assess environmental, emotional, cultural, socioeconomic, educational, biological, medical, psychosocial, and legal factors that affect children's learning. 1O. makes accurate mental health diagnoses based on the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (1994), published by the American Psychiatric Association, 1400 K St., N.W., Washington DC 20005; no later amendments to or editions of these standards are incorporated by this Section. 1P. selects and applies the most appropriate methods of intervention to enhance students' educational experience. 1Q. demonstrates effective leadership of and participation in interdisciplinary teams. Standards for the School Social Worker [23.140] 2 nd Edition

2 STANDARD 2 - Service Delivery The competent school social worker utilizes a variety of intervention strategies that support and enhance students educational and emotional development. 2A. understands methods of individual, group, family, and crisis counseling. 2B. understands methods of social work service delivery. 2C. understands and develops skills in advocacy, case management, community organization, consultation and in-service training. 2D. understands the application of social learning theories to identify and develop broad-based prevention and interventions. 2E. understands the interdisciplinary approach to service delivery within the educational environment. 2F. understands how to integrate content knowledge for service delivery. 2G. understands the role of mandated reporters and the function of the State s child welfare agency. 2H. Develops and implements prevention and intervention plans that enable children to benefit from their educational experiences. 2I. Provides individual, group, and/or family counseling and other services to enhance success in the educational process. 2J. Provides crisis intervention counseling and other services to the school community. 2K. Provides consultation to teachers, administrators, parents, and community agencies. 2L Develops and provides training and educational programs in the school and community. 2M. Conducts diagnostic assessments and participates in eligibility conferences for special education and other programmatic options, students educational planning conferences, and conferences with parents. 2N. Initiates referrals and linkages to community agencies and maintains follow-up services on behalf of identified students. 2O. Mobilizes the resources of the school and community to meet the needs of children and their families. 2P. Initiates reports of suspected child abuse and neglect to the State s child welfare agency. STANDARD 3 - Planning The competent school social worker designs services based upon knowledge of the educational setting, as well as information about the students, families, and community. 3A. understands learning theory and human development as it applies to the content and curriculum of educational planning and intervention. 3B. understands the process of needs assessment, referral, and resource development. 3C. understands how to develop long- and short-term intervention plans consistent with curriculum and students' diversity and strengths, life experiences, and social/emotional factors. Standards for the School Social Worker [23.140] 2 nd Edition

3 3D. understands environmental factors when planning interventions to create an effective bridge between students' experiences and goals. 3E. understands how to integrate and use technology for assessments, interventions, and information management. 3F. assists in establishing expectations for student learning consistent with students strengths and educational systems goals. 3G. conducts needs assessments to plan for service delivery. 3H. assists students in creating long- and short-term plans to meet expectations for learning. 3I. creates and adapts learning opportunities and materials to provide effective interventions. 3J. plans interventions that integrate students' life experiences and future career goals. 3K. maintains relevant data to assist in planning, management and evaluation of school social work. 3L. collects, analyzes and interprets data to evaluate and modify interventions when necessary. 3M. supports approaches to learning that address individual student needs. 3N. integrates and uses technology for assessments, interventions, and information management. STANDARD 4 - Assessment and Evaluation The competent school social worker understands various formal and informal assessment and evaluation strategies and uses them to support the development of all students. 4A. understands strength-based assessments and practices that support growth and development. 4B. understands various types of research, measurement theory, and concepts of validity, reliability, bias, scoring, and interpretation of results. 4C. understands multiple assessment techniques, such as observation, structured/clinical interviews, and standardized assessments, and their purposes, characteristics, and limitations. 4D. understands how to conduct formal and informal assessment of adaptive behavior, self-esteem, social skills, attitudes, behavior, interests, and emotional/mental health. 4E. understands the use of assessment as a means to evaluate the student's emotional/mental health and social functioning, including: the child s physical, cognitive, and emotional development; family history and factors that influence the child s overall functioning; the child s behavior and attitude in different settings; patterns of interpersonal relationships in all spheres of the child s environment; patterns of achievement and adjustment at critical points in the child s growth and development; adaptive behavior and cultural factors that may influence learning. 4F. understands the social-developmental study with its focus on the student's functioning within the educational environment. 4G. is familiar with the components of the case study evaluation. 4H. understands the relationship between assessment, eligibility, and placement decisions, including the development of Individualized Education Programs. 4I. understands parent/guardian and student rights regarding assessment and evaluation. 4J. is familiar with the diagnostic tools used by other professionals in the school. 4K. understands the use of assessment and evaluation results to develop student interventions. Standards for the School Social Worker [23.140] 2 nd Edition

4 4L. appropriately uses a variety of non-discriminatory formal and informal tools and techniques, including observation, interview and standardized instruments to evaluate the understanding, progress, and performance of students in the school environment. 4M. uses assessment results to identify student learning needs and to assist in aligning and modifying instruction and designing intervention strategies. 4N. uses assessment and evaluation results to make appropriate interventions, including recommendations for eligibility and placement. 4O. involves students in self-assessment activities to help them become aware of their strengths and needs and to establish goals. 4P. presents assessment results in an easily understandable manner. 4Q. documents assessment and evaluation results. 4R. collaborates with parents/guardians and other professionals regarding the assessment process. 4S. informs parents/guardians of their rights and the rights of students regarding assessment. 4T. uses a variety of non-discriminatory formal and informal tools and techniques to help determine the efficacy of intervention and programs. STANDARD 5 - Consultation and Collaborative Relationships The competent school social worker develops consultative and collaborative relationships with colleagues, parents, and the community to support students learning and well being. 5A. understands the principles, practices, and processes of individual and organizational consultation. 5B. understands the collaborative process with parents, school personnel, community-based organizations, and agencies to enhance the student s educational functioning. 5C. understands the school s role within the context of the larger community. 5D. understands the variations in beliefs, traditions, and values across cultures and their effect on interactions among group members. 5E. understands the importance of audience and purpose when selecting ways to communicate ideas. 5F. understands how formal and informal political implications affect communication. 5G. understands language development, communication techniques, and the role of communication in the learning environment. 5H. understands the role of school personnel as mandated reporters of child abuse and neglect. 5I. initiates, develops, and implements consultative relationships. 5J. models and promotes ethical practices for confidential communication. 5K. collaborates with colleagues, parents/guardians, and community personnel about students needs. 5L. encourages relationships among colleagues to promote a positive learning environment. 5M. participates in collaborative decision-making and problem-solving to promote students success. 5N. facilitates a collaborative relationship between general and special education systems to promote a unified system of education. 5O. models and promotes effective communication among group members or between groups. 5P. uses a variety of effective communication modes with diverse target groups. 5Q. assists mandated reporters of child abuse and neglect in relaying and documenting information to the State s child welfare agency. Standards for the School Social Worker [23.140] 2 nd Edition

5 STANDARD 6 - Advocacy and Facilitation The competent school social worker advocates and facilitates change that effectively responds to the needs of students, families, and school systems. 6A. understands the role of advocacy and facilitation at all levels of the system that affect students and their families. 6B. is familiar with available resources for students and families within the school and community. 6C. understands when and how to make referrals for programs and services at the district, community, and State levels. 6D. understands the need to improve access to services and resources. 6E. works to empower children, their families, educators, and others to gain access to and effectively use school and community resources. 6F. identifies areas of need and accesses or creates resources and services. 6G. makes referrals to community and school resources. 6H. advocates for students with other members of the educational community to enhance students' functioning in the learning environment. 6I. supports students' transitions across environments. 6J. uses research and technologies to help students, families, school, and community to access resources. STANDARD 7 - Learning Community The competent school social worker encourages effective social interaction, active engagement in learning, and self-motivation to create a positive learning community. 7A. understands principles of and strategies for effective behavior and social management within the school environment. 7B. understands small- and large-group dynamics. 7C. understands how people s attitudes within the educational environment influence behavior of individuals. 7D. understands how to help students work cooperatively and productively. 7E. understands the importance of parents participation in fostering students positive development. 7F. understands mediation and conflict-resolution strategies. 7G. understands effective interventions within a group or classroom. 7H. understands principles of and strategies for organizational functioning. 7I. understands how to work with administrators and other school personnel to make changes within the school environment. 7J. understands how service learning and volunteerism promote the development of personal and social responsibility. Standards for the School Social Worker [23.140] 2 nd Edition

6 7K. encourages the development of a learning community where students assume responsibility, participate in decision-making, and work independently as well as collaboratively in learning activities. 7L. analyzes educational environments and works effectively to create/enhance a supportive learning climate. 7M. develops strategies to encourage motivation and engagement through mutual respect and cooperation. 7N. develops conflict resolution programs within the school environment. 7O. develops needs assessments and works as a change agent to create identified services. 7P. collaborates with community agencies in school-linked service learning projects or other programs. 7Q. promotes the effective utilization of school social work services. 7R. promotes understanding of factors that affect the educational environment and facilitates systems improvement. 7S. designs, implements, and evaluates programs that enhance a student s social participation in school, family, and community. 7T. promotes active parental participation within the educational environment. 7U. collaborates with community agencies to increase access to services and resources. STANDARD 8 - Diversity The competent school social worker understands the broad range of backgrounds and experiences that shape students approaches to learning and helps create opportunities adapted to diverse populations of learners. 8A. understands how students' learning is influenced by culture, family, community values, individual experiences, talents, gender, sexual orientation, language, and prior learning 8B. understands and identifies differences in approaches to learning and performance, including different learning styles, performance modes, and variations of perception. 8C. understands and respects the impact of cultural, racial, ethnic, socioeconomic, and gender diversity and sexual orientation in the educational environment. 8D. understands the issues of second language acquisition, the immigrant experience, and the need to develop strategies to support students and families. 8E. understands ways in which similar behaviors may have different meanings to people in different cultures. 8F. understands various disabilities. 8G. facilitates a learning community in which individual differences are respected. 8H. practices gender equity and avoids sex-role stereotyping. 8I. provides services that promote multi-cultural sensitivity. 8J. develops strategies to decrease negative effects of cultural barriers on education. 8K. utilizes students' diversity to enrich the educational experiences of all students. 8L. interprets information about students families, cultures, and communities in assessments, interventions, and evaluations of student progress. 8M. utilizes appropriate assessment tools and intervention strategies that reflect diverse student needs. Standards for the School Social Worker [23.140] 2 nd Edition

7 8N. designs intervention strategies appropriate to student s culture, gender, sexual orientation, developmental stage, learning styles, strengths and needs. 8O. makes referrals for additional services or resources to assist students with diverse learning needs. STANDARD 9 - Professional Conduct and Ethics The competent school social worker understands education and social work as professions, maintains standards of professional conduct and ethics, and provides leadership to improve students learning and well-being. 9A. understands the professional code of conduct and ethical practice guidelines stated in NASW Standards for School Social Work Services (1992), published by the National Association of Social Workers, 750 First Street NE, Suite 700, Washington, D.C ; no later amendments to or editions of these standards are incorporated by this Section. 9B. understands federal and state laws and regulations as they pertain to ethical practice. 9C. understands the legal and ethical principles of confidentiality as they relate to the practice of school social work. 9D. understands the organization and operation of school systems. 9E. understands school policies and procedures. 9F. understands legal issues in education, with special emphasis on persons with disabilities; child welfare; mental health; confidentiality; children s and adolescents rights; and current trends. 9G. understands the importance of active participation and leadership in professional education and social work organizations. 9H. follows the professional code of conduct and ethical practice guidelines referred to in Standard 9A of this Section. 9I. maintains current knowledge of and abides by federal and State laws and regulations, with emphasis on persons with disabilities, child welfare, mental health, confidentiality, and children s and adolescents rights. 9J. participates in district activities such as policy design, curriculum implementation, staff development, and organizations involving parent/guardians and students. 9K. abides by current legal directives, school policies, and procedures. 9L. promotes the rights of students. 9M. models and promotes ethical practices for confidential communication. STANDARD 10 - Professional Development The competent school social worker actively seeks opportunities to grow professionally. 10A. understands the importance of taking responsibility for self-evaluation as a competent and ethical practitioner. 10B. understands the impact of personal strengths and needs on service delivery. Standards for the School Social Worker [23.140] 2 nd Edition

8 10C. understands methods of inquiry and frameworks for self-assessment and self-improvement. 10D. understands how to use supervision, consultation, collaboration, and continuing education to identify areas for on-going professional development. 10E. understands how to interpret and utilize research to evaluate and guide professional interventions. 10F. understands the use of empirically based practice resources available for intervention and program development. 10G. uses continuing education, research, professional literature, observations and experiences to enhance professional growth and to guide evaluation of professional practice. 10H. maintains an awareness of personal attitudes, perspectives, strengths, and needs as they relate to professional practice. 10I. uses self-assessment and performance evaluations to identify areas for professional growth. 10J. actively seeks consultation to improve professional practice. 10K. recognizes the limits and boundaries of the professional role. 10L. demonstrates a capacity and willingness to assume the roles of learner and facilitator/educator in maintaining a broad knowledge base for professional development. 10M. participates in professional activities and organizations that promote and enhance school social work practice. 10N. assumes responsibilities for enhancing practice through various professional development activities. Standards for the School Social Worker [23.140] 2 nd Edition

Practicum Evaluation Addendum for MSW Students Pursuing School Social Work Certification Academic Year: NOTE: This evaluation should be completed only ONCE, at the end of the Practicum experience. Student:

Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated

Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling

Section 24.130 The Illinois Professional Teaching Standards Beginning July 1, 2013 No later than July 1, 2013, all approved teacher preparation programs shall submit the course of study for that program

California Standards for the School Counseling Profession ORGANIZATION The School Counselor professional Standards are organized into six areas: Engage, Advocate for and Support All Students in Learning;

Illinois Licensure Testing System FIELD 182: SCHOOL NURSE February 2004 Subarea Range of Objectives I. Foundations of Knowledge 01 04 II. The Coordinated School Health Program 05 09 III. Professional Roles

STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as

STUDENTS WITH DISABILITIES TEST OBJECTIVES Understanding and Evaluating Students with Disabilities Promoting Student Learning and Developing in a Collaborative Learning Community Working in a Collaborative

GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling

Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program

Student Name Schools: Elem. Middle High Number of Hours: Faculty Liaison: Schools: Elem. Middle High Number of Hours: Candidate worked with a minimum of 10 students? Yes No Candidate s caseload has been

Oak Park School District School Psychologist Evaluation School Psychologist Evaluation Instrument Domain I: Databased Decision Making and Accountability School psychologists have knowledge of varied models

1 REVISOR 8710.6400 8710.6400 SCHOOL COUNSELOR. Subpart 1. Scope of practice. A school counselor is authorized to provide to kindergarten through grade 12 students school counseling services that focus

Purpose School Counselor (152) The purpose of the School Counselor test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.

Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...

Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance

Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support

510R SCHOOL COUNSELING (REGULATIONS) ROLE DESCRIPTION SCHOOL COUNSELOR 1. Major Responsibility: To assist the school with the implementation of counselling services. 2. Reporting Relationship: The counsellor

School Counselor (501) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES

Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

Content Outlines and KSAs Social Work Licensing Examinations What are KSAs? A KSA is a Knowledge, Skills, and Abilities statement. These statements describe the discrete knowledge components that may be

Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,

COMPREHENSIVE GUIDANCE PROGRAM Nevada R-5 s Comprehensive Guidance Program (CGP) is an integral part of our district s total educational program. It is developmental by design and includes sequential activities

Rubric : WI School Psychologist Diversity in Development and Learning Description: School psychologist has knowledge of individual differences, abilities, disabilities and other diverse student ; principles

PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs Diversity & Inclusiveness to work in diverse settings to promote

LOCATOR: 3.01 TITLE: School Psychologist QUALIFICATIONS: 1. Valid Connecticut certification with endorsement as psychologist. 2. Such alternatives to the above qualifications as the Board may find appropriate

Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

APPENDIX E DOMAIN A: PURPOSEFUL PLANNING 1. Utilizing Student, School, and Community Data to Plan. The school social worker does not monitor academic achievement. The social worker rarely or never uses

Common Core Teaching Standards (Maine 2012) Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Human Growth and Development Counseling, Consultation, and Group Work Career Development and Educational Planning Appraisal

Professional School Counselor Evaluation Criteria with Descriptors Note: The descriptors provided are simply examples of student and counselor behaviors that may be used to document criteria. The descriptors

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the

1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important

Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on

STANDARDS FOR SCHOOL COUNSELING PROGRAMS Courses are designated that meet each of the standards. The course objectives found within each of the syllabi indicate standards being met. CURRICULAR STANDARDS

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)

12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Instructions: This self reflection tool is designed to provide a personal profile of classroom performance assets based on the Wisconsin

PROGRAM OBJECTIVES The Counseling and Educational Psychology Department (CEPY) offers Masters Degrees in School Counseling (SC), Mental Health Counseling (MHC), and Human Services with an emphasis in Student

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

NEW YORK CITY SOCIAL WORK EDUCATION CONSORTIUM CHILD WELFARE CURRICULUM COMPETENCIES Purpose statement These child welfare competencies are developed to support the ongoing enhancement of social work education

Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of

MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced

Northeast K-12 Comprehensive Guidance and Counseling Program Foundation Philosophy The foundation of the Northeast School counseling program is developmental and preventative in design for all students.

Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

Lincoln Park Public Schools School Social Worker School Social Worker: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Social worker displays little Social worker displays foundational

Rubric for Evaluating North Carolina s School Social Workers (Required) STANDARD 1: School Social Workers Demonstrate Leadership. School Social Workers demonstrate leadership by promoting and enhancing

Ohio Standards for the School Counseling Profession School counselor performance standards align with the American School Counseling Association (ASCA) National Model and contain the basic standards of

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA) This document contains sample learning activities, designed to provide ideas for students as they complete their own

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

Page 1 of 8 JOB TITLE: HIGH SCHOOL GUIDANCE COUNSELOR REPORTS TO: The Principal and Supervisor of Counseling Services SUPERVISES: Students NATURE AND SCOPE OF JOB: Assumes professional responsibility for